The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
An assessment plan is the overall planning document for the assessment process and may include:
the purpose and aims of the assessment
the context of assessment
identified personnel
relevant competency standards and other assessment documentation
evidence plan
identified assessment methods and assessment tools
possibilities for clustering units of competency for assessment purposes
identified OHS hazards, including assessed risks and control strategies
material/physical resources required
organisational arrangements for conducting assessment
OHS reporting requirements
any special assessment needs, e.g. personal protective equipment requirements
outline of assessment milestones, time lines and target dates
candidate self-assessment procedures
connections to relevant organisational plans, polices and procedures
Assessment system policies and procedures may include:
candidate selection
rational and purpose of competency-based assessment
assessment records/data management/information management
recognition of current competency/recognition of prior learning/credit arrangements
assessors - needs, qualifications, maintaining currency
assessment reporting procedures
assessment appeals
candidate grievances/complaints
validation
evaluation/internal audit
costs/resourcing
access and equity/reasonable adjustment
partnership arrangements
links with human resource or industrial relations systems
links with overall quality management system
Organisational/legal/ethical requirements may include:
assessment system policies and procedures
reporting, recording and retrieval systems for assessment
licensing/legal ramifications of assessing competence
requirements of training and/or assessment organisations relating to assessment and validation
quality assurance systems
business and performance plans
collaborative/partnership arrangements
policies, procedures and programs
defined resource parameters
mutual recognition arrangements
industrial relations systems and processes, awards/enterprise agreements
Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations (RTOs), in particular Standard 8, RTO assessments
registration scope
human resources policies/procedures
legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions
relevant industry codes of practice
confidentiality and privacy requirements of information relating to completed assessments
OHS considerations, including:
ensuring OHS requirements are adhered to during the assessment process
identifying and reporting OHS hazards and concerns to relevant personnel
Relevant people may include:
the candidate/s
other assessors
the client, company or organisation
team leaders, managers, supervisors
trainers/facilitators
technical/subject experts
training and assessment coordinators
industry regulators
employee and employer representatives
members of professional associations
Commonwealth department official/Centrelink staff/caseworker
New Apprenticeship Centre (NAC) personnel
Benchmark/s for assessment refers to:
the criterion against which the candidate is assessed which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications
Assessment tools contain both the instrument and the procedures for gathering and interpreting evidence in accordance with designated assessment methods and may include:
the instruments to be used for gathering evidence such as:
- a profile of acceptable performance measures
- templates/proformas
- specific questions or activities
- evidence/observation checklists
- checklists for the evaluation of work samples
- candidate self-assessment materials
the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and assessment conditions
Reasonable adjustment must not compromise the integrity of the competency standard and may include:
adjustments to the assessment process taking into account candidate's language, literacy, numeracy requirements
provision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendance
use of adaptive technology or special equipment
flexible assessment sessions to allow for fatigue or administering of medication
format of assessment materials, for example, in Braille, first language, use of audiotape/videotape
adjustments to the physical environment or venue
revising proposed assessment methods/tools
considerations relating to age and/or gender,
considerations relating to cultural beliefs, traditional practices, religious observances
Assessment methods are the particular techniques used to gather different types of evidence and may include:
direct observation, for example:
- real work/real time activities at the workplace
- work activities in a simulated workplace environment
structured activities, for example:
- simulation exercises/role-plays
- projects
- presentations
- activity sheets
questioning, for example:
- written questions, e.g. on a computer
- interviews
- self-assessment
- verbal questioning
- questionnaires
- oral/written examinations (for higher AQF levels)
portfolios, for example:
- collections of work samples by the candidate
- product with supporting documentation
- historical evidence
- journal/log book
- information about life experience
review of products, for example:
- products as a result of a project
- work samples/products
third party feedback, for example:
- testimonials/reports from employers/supervisors
- evidence of training
- authenticated prior achievements
- interview with employer, supervisor, peer
Principles of assessment guide the assessment process and must address:
validity
reliability
flexibility
fairness
Rules of evidence are closely related to the assessment principles and provide guidance on the collection of evidence to ensure that it is:
valid
sufficient
authentic
current
Quality evidence addresses the rules of evidence and must:
encompass the Performance Criteria to demonstrate achievement of the outcomes (Elements)
reflect the skills, knowledge and attributes defined in the relevant units of competency
show application of the skills in the context described in the Range Statement
demonstrate competence over a period of time
demonstrate repeatable competence
be the work of the candidate
be able to be verified
demonstrate current skills/knowledge of the candidate
not inflate the language, literacy and numeracy requirements beyond those required in the performance of the competency
Guided means to explain to the candidate:
what is recognition-based assessment
what are assessment tools
how to use these tools
the rules of evidence that must be met by the evidence they provide
Recognition of current competence is defined as:
the process of assessment and formal recognition by an assessor of competence currently held by a candidate which has been gained through any combination of formal, informal training and education, work experience or real life experiences
Communication skills may include:
providing constructive and supportive feedback
using active listening
using appropriate questioning to clarify and confirm instructions for evidence gathering
accurately interpreting verbal messages
assisting candidates to paraphrase advice/instructions to the assessor
making clear and concrete presentations of options/advice
Interpersonal skills may include:
accurately interpreting non-verbal messages
engaging in two-way interaction
using language appropriate to candidate, assessment context and work performance addressed by competency standards
using language and concepts appropriate to cultural differences
using culturally inclusive and sensitive techniques
Individual differences may include:
English language, literacy and numeracy barriers
physical impairment or disability involving hearing, vision, voice, mobility
intellectual impairment or disability
medical conditions such as arthritis, epilepsy, diabetes and asthma that are not obvious but may impact on assessment
learning difficulties
psychiatric or psychological disability
religious and spiritual observances
cultural images/perceptions
age
gender
Feedback may include:
ensuring assessment process is understood
ensuring candidate concerns are addressed
enabling question and answer
confirming outcomes
identifying further evidence to be provided
discussing action plans
confirming gap training needed
information regarding available appeal processes
suggesting improvements in evidence gathering and presentation
Specialist support may include:
assistance by third party - carer, interpreter
support from specialist educator
development of online assessment activities
support for remote or isolated candidates and/or assessors
support from subject matter or safety experts
advice from regulatory authorities
assessment teams/panels
support from lead assessors
advice from policy development experts
Addressed may include:
stopping the assessment until the OHS risk is rectified
stopping the assessment until the equipment is fixed or replaced
Limitations may relate to:
job role and responsibilities
meeting candidate needs
assessment panels
training and/or assessment organisation's quality processes
personal competency level
organisational, industry and national training requirements
personal level of knowledge of competency-based assessment
legal responsibilities
All component parts of the competency standards refers to:
elements
Performance Criteria
Range Statement/range of variables, including:
- contextualisation
- link to knowledge and enterprise requirements
- focus of assessment
- underpinning language, literacy and numeracy requirements
evidence guide requirements, including:
- underpinning/required knowledge
- underpinning/required skills and attributes
- underpinning language, literacy and numeracy requirements
- Key Competencies/generic skills
- critical aspects of evidence to be considered/quality evidence requirements
- concurrent assessment and interdependence of units
- assessment methods/resources/context
dimensions of competency, which include:
- task skills
- task management skills
- contingency management skills
- job role/environment skills
Related documentation may include:
Assessment Guidelines of the relevant Training Package/s
the assessment criteria of accredited modules
evidence to be collected as set out in assessment plans
definition and interpretation of evidence in developed assessment tools
any requirements of OHS, legislation, codes of practice, standards, guidelines
indicators and levels of competence of the National Reporting System
organisational requirements for work performance
product specifications
integrated competency assessment tool
Judgement is a two-step process and means:
the decision made by the assessor on whether the evidence provided meets the principles of assessment and rules of evidence
the decision made by the assessor, based on the evidence provided and evaluated, on whether the candidate is competent/not yet competent
An action plan is required when the decision of not yet competent is recorded and may include:
gap training, further learning
additional practice opportunities
additional assessment opportunities/evidence gathering opportunities
individual facilitation, where relevant
referral to specialist support
An assessment report may include:
personal details of candidate
details of assessment/s, date, time, venue
details of assessor's summary of evidence considered and copies of assessment papers
feedback to and from the candidate
justification of decision
summary of candidate's action plan
other critical information including appeals and outcomes
sign-off by assessor and candidate
electronic/paper reports to funding bodies
Recommendations may include:
recommendation to support training and/or assessment in new areas of competency
recommendations in the action plan
reassessment
appeal implications
Other relevant parties may include:
Centrelink personnel
Department of Immigration and Multicultural Indigenous Affairs (DIMIA)
parties nominated by the candidate
parties to be informed because of contractual obligations
Criteria may include:
following the assessment plan
confirming and addressing organisational, ethical and legal requirements where appropriate, including OHS
providing appropriate information regarding the assessment process to the candidate and explaining all steps, using effective communication and interpersonal skills
demonstrated application of the rules of evidence and principles of assessment in gathering quality evidence
demonstrated support and guidance to the candidate throughout the assessment process
using assessment methods and tools appropriately to gather, organise and document evidence
applying reasonable adjustments where required/ appropriate, in consultation with relevant people
providing clear and constructive feedback to the candidate regarding the assessment decision
reviewing range of own decisions for consistency
Consultation may involve:
moderation with other assessors, training and assessment coordinators
discussions with the client, team leaders, managers, supervisors, coaches, mentors
technical/subject experts
English language, literacy and numeracy experts
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
An assessment plan is the overall planning document for the assessment process and may include:
the purpose and aims of the assessment
the context of assessment
identified personnel
relevant competency standards and other assessment documentation
evidence plan
identified assessment methods and assessment tools
possibilities for clustering units of competency for assessment purposes
identified OHS hazards, including assessed risks and control strategies
material/physical resources required
organisational arrangements for conducting assessment
OHS reporting requirements
any special assessment needs, e.g. personal protective equipment requirements
outline of assessment milestones, time lines and target dates
candidate self-assessment procedures
connections to relevant organisational plans, polices and procedures
Assessment system policies and procedures may include:
candidate selection
rational and purpose of competency-based assessment
assessment records/data management/information management
recognition of current competency/recognition of prior learning/credit arrangements
assessors - needs, qualifications, maintaining currency
assessment reporting procedures
assessment appeals
candidate grievances/complaints
validation
evaluation/internal audit
costs/resourcing
access and equity/reasonable adjustment
partnership arrangements
links with human resource or industrial relations systems
links with overall quality management system
Organisational/legal/ethical requirements may include:
assessment system policies and procedures
reporting, recording and retrieval systems for assessment
licensing/legal ramifications of assessing competence
requirements of training and/or assessment organisations relating to assessment and validation
quality assurance systems
business and performance plans
collaborative/partnership arrangements
policies, procedures and programs
defined resource parameters
mutual recognition arrangements
industrial relations systems and processes, awards/enterprise agreements
Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations (RTOs), in particular Standard 8, RTO assessments
registration scope
human resources policies/procedures
legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions
relevant industry codes of practice
confidentiality and privacy requirements of information relating to completed assessments
OHS considerations, including:
ensuring OHS requirements are adhered to during the assessment process
identifying and reporting OHS hazards and concerns to relevant personnel
Relevant people may include:
the candidate/s
other assessors
the client, company or organisation
team leaders, managers, supervisors
trainers/facilitators
technical/subject experts
training and assessment coordinators
industry regulators
employee and employer representatives
members of professional associations
Commonwealth department official/Centrelink staff/caseworker
New Apprenticeship Centre (NAC) personnel
Benchmark/s for assessment refers to:
the criterion against which the candidate is assessed which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications
Assessment tools contain both the instrument and the procedures for gathering and interpreting evidence in accordance with designated assessment methods and may include:
the instruments to be used for gathering evidence such as:
- a profile of acceptable performance measures
- templates/proformas
- specific questions or activities
- evidence/observation checklists
- checklists for the evaluation of work samples
- candidate self-assessment materials
the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and assessment conditions
Reasonable adjustment must not compromise the integrity of the competency standard and may include:
adjustments to the assessment process taking into account candidate's language, literacy, numeracy requirements
provision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendance
use of adaptive technology or special equipment
flexible assessment sessions to allow for fatigue or administering of medication
format of assessment materials, for example, in Braille, first language, use of audiotape/videotape
adjustments to the physical environment or venue
revising proposed assessment methods/tools
considerations relating to age and/or gender,
considerations relating to cultural beliefs, traditional practices, religious observances
Assessment methods are the particular techniques used to gather different types of evidence and may include:
direct observation, for example:
- real work/real time activities at the workplace
- work activities in a simulated workplace environment
structured activities, for example:
- simulation exercises/role-plays
- projects
- presentations
- activity sheets
questioning, for example:
- written questions, e.g. on a computer
- interviews
- self-assessment
- verbal questioning
- questionnaires
- oral/written examinations (for higher AQF levels)
portfolios, for example:
- collections of work samples by the candidate
- product with supporting documentation
- historical evidence
- journal/log book
- information about life experience
review of products, for example:
- products as a result of a project
- work samples/products
third party feedback, for example:
- testimonials/reports from employers/supervisors
- evidence of training
- authenticated prior achievements
- interview with employer, supervisor, peer
Principles of assessment guide the assessment process and must address:
validity
reliability
flexibility
fairness
Rules of evidence are closely related to the assessment principles and provide guidance on the collection of evidence to ensure that it is:
valid
sufficient
authentic
current
Quality evidence addresses the rules of evidence and must:
encompass the Performance Criteria to demonstrate achievement of the outcomes (Elements)
reflect the skills, knowledge and attributes defined in the relevant units of competency
show application of the skills in the context described in the Range Statement
demonstrate competence over a period of time
demonstrate repeatable competence
be the work of the candidate
be able to be verified
demonstrate current skills/knowledge of the candidate
not inflate the language, literacy and numeracy requirements beyond those required in the performance of the competency
Guided means to explain to the candidate:
what is recognition-based assessment
what are assessment tools
how to use these tools
the rules of evidence that must be met by the evidence they provide
Recognition of current competence is defined as:
the process of assessment and formal recognition by an assessor of competence currently held by a candidate which has been gained through any combination of formal, informal training and education, work experience or real life experiences
Communication skills may include:
providing constructive and supportive feedback
using active listening
using appropriate questioning to clarify and confirm instructions for evidence gathering
accurately interpreting verbal messages
assisting candidates to paraphrase advice/instructions to the assessor
making clear and concrete presentations of options/advice
Interpersonal skills may include:
accurately interpreting non-verbal messages
engaging in two-way interaction
using language appropriate to candidate, assessment context and work performance addressed by competency standards
using language and concepts appropriate to cultural differences
using culturally inclusive and sensitive techniques
Individual differences may include:
English language, literacy and numeracy barriers
physical impairment or disability involving hearing, vision, voice, mobility
intellectual impairment or disability
medical conditions such as arthritis, epilepsy, diabetes and asthma that are not obvious but may impact on assessment
learning difficulties
psychiatric or psychological disability
religious and spiritual observances
cultural images/perceptions
age
gender
Feedback may include:
ensuring assessment process is understood
ensuring candidate concerns are addressed
enabling question and answer
confirming outcomes
identifying further evidence to be provided
discussing action plans
confirming gap training needed
information regarding available appeal processes
suggesting improvements in evidence gathering and presentation
Specialist support may include:
assistance by third party - carer, interpreter
support from specialist educator
development of online assessment activities
support for remote or isolated candidates and/or assessors
support from subject matter or safety experts
advice from regulatory authorities
assessment teams/panels
support from lead assessors
advice from policy development experts
Addressed may include:
stopping the assessment until the OHS risk is rectified
stopping the assessment until the equipment is fixed or replaced
Limitations may relate to:
job role and responsibilities
meeting candidate needs
assessment panels
training and/or assessment organisation's quality processes
personal competency level
organisational, industry and national training requirements
personal level of knowledge of competency-based assessment
legal responsibilities
All component parts of the competency standards refers to:
elements
Performance Criteria
Range Statement/range of variables, including:
- contextualisation
- link to knowledge and enterprise requirements
- focus of assessment
- underpinning language, literacy and numeracy requirements
evidence guide requirements, including:
- underpinning/required knowledge
- underpinning/required skills and attributes
- underpinning language, literacy and numeracy requirements
- Key Competencies/generic skills
- critical aspects of evidence to be considered/quality evidence requirements
- concurrent assessment and interdependence of units
- assessment methods/resources/context
dimensions of competency, which include:
- task skills
- task management skills
- contingency management skills
- job role/environment skills
Related documentation may include:
Assessment Guidelines of the relevant Training Package/s
the assessment criteria of accredited modules
evidence to be collected as set out in assessment plans
definition and interpretation of evidence in developed assessment tools
any requirements of OHS, legislation, codes of practice, standards, guidelines
indicators and levels of competence of the National Reporting System
organisational requirements for work performance
product specifications
integrated competency assessment tool
Judgement is a two-step process and means:
the decision made by the assessor on whether the evidence provided meets the principles of assessment and rules of evidence
the decision made by the assessor, based on the evidence provided and evaluated, on whether the candidate is competent/not yet competent
An action plan is required when the decision of not yet competent is recorded and may include:
gap training, further learning
additional practice opportunities
additional assessment opportunities/evidence gathering opportunities
individual facilitation, where relevant
referral to specialist support
An assessment report may include:
personal details of candidate
details of assessment/s, date, time, venue
details of assessor's summary of evidence considered and copies of assessment papers
feedback to and from the candidate
justification of decision
summary of candidate's action plan
other critical information including appeals and outcomes
sign-off by assessor and candidate
electronic/paper reports to funding bodies
Recommendations may include:
recommendation to support training and/or assessment in new areas of competency
recommendations in the action plan
reassessment
appeal implications
Other relevant parties may include:
Centrelink personnel
Department of Immigration and Multicultural Indigenous Affairs (DIMIA)
parties nominated by the candidate
parties to be informed because of contractual obligations
Criteria may include:
following the assessment plan
confirming and addressing organisational, ethical and legal requirements where appropriate, including OHS
providing appropriate information regarding the assessment process to the candidate and explaining all steps, using effective communication and interpersonal skills
demonstrated application of the rules of evidence and principles of assessment in gathering quality evidence
demonstrated support and guidance to the candidate throughout the assessment process
using assessment methods and tools appropriately to gather, organise and document evidence
applying reasonable adjustments where required/ appropriate, in consultation with relevant people
providing clear and constructive feedback to the candidate regarding the assessment decision
reviewing range of own decisions for consistency
Consultation may involve:
moderation with other assessors, training and assessment coordinators
discussions with the client, team leaders, managers, supervisors, coaches, mentors
technical/subject experts
English language, literacy and numeracy experts